As part of the Redesign Professional Development (PD) Community of Practice, which includes 22 school systems across the country, Pittsburgh Public Schools is working to build greater alignment and coherence into its professional learning efforts. That means creating a district-wide professional learning system that helps the schools grow collectively, while at the same time allowing for differentiated and personalized learning to meet the individual needs of the teachers and unique schools. So, how do school leaders balance district-driven priorities with staff and school-specific learning needs? In this article, the author describes how she and a team of central office staff conducted school visits at several schools to answer that question. They set out to learn more about promising practices that show how school leaders and their staff members successfully balance district-driven professional learning priorities with school-based efforts. Herein, examples of school leaders who are able to find the right balance are profiled. [This article is part of a continuing series highlighting the educators engaging in Learning Forward's Redesign PD Community of Practice, which supports 22 of the nation's leading school districts and charter management organizations in addressing system-wide educator and student learning priorities.]